It “Ain’t” Always So: Sixth Graders’ Interpretations of Hispanic-American Stories with Universal Themes.
This article examines the responses of eight sixth grade students discussing four realistic fiction Hispanic-American multicultural stories with universal themes by Gary Soto in peer-led literature discussion groups. The results indicate the importance of a reader’s sociocultural frame—class, race,...
| Publicado en: | Children's Literature in Education Vol. 36; no. 4; pp. 343 - 363 |
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| Formato: | Artículo |
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Springer Nature
Dec2005
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19169056&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19169056 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00456713 CLE jtl: Children's Literature in Education issn: 00456713 maglogo: N pubinfo: dt: Dec2005 vid: 36 iid: 4 pid: 237 pub: Springer Nature artinfo: ui: 19169056 10.1007/s10583-005-8316-2 ppf: 343 ppct: 20 formats: fmt: @attributes: type: P size: 177KB tig: atl: It “Ain’t” Always So: Sixth Graders’ Interpretations of Hispanic-American Stories with Universal Themes. aug: au: Rice, Peggy S. affil: Assistant Professor, Ball State University su: Hispanic Americans in literature Multiculturalism Children's literature Ethnicity Sociocultural factors Children's Literature in Education (Periodical) sug: subj: Hispanic Americans in literature Multiculturalism Children's literature Ethnicity Sociocultural factors Children's Literature in Education (Periodical) keyword: Aesthetic restriction Hispanic-American multicultural children’s literature Hispanic-American multicultural children's literature literature discussion groups reader response sociocultural frame ab: This article examines the responses of eight sixth grade students discussing four realistic fiction Hispanic-American multicultural stories with universal themes by Gary Soto in peer-led literature discussion groups. The results indicate the importance of a reader’s sociocultural frame—class, race, and gender, on their interpretation of multicultural stories with universal themes. As the socio-economic status and ethnicity of the students varied from those of the protagonists,’ most of the universal experiences of the protagonists were not accessible to the students, as evidenced in the students’ interpretations of the character’s actions. The exception was a story focusing on social acceptance. The children’s norms for physical appearance, language, and food customs also influenced their interpretations. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Children's Literature in Education is a copyright of Springer, 2005. All Rights Reserved. item: Children's Literature in Education holder: Springer Nature dt: @attributes: year: 2005 holdings: @attributes: islocal: N |
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